This course on early childhood education has had the most impact on the seven key elements of quality childcare: staffing, program, environment, group ratios, care and safety, regulations and supervision, and funding. Learning about proper staff training and qualifications, as well as ensuring diverse and inclusive programming, environments, and care standards will be highly beneficial in their career. The course also provided knowledge around child development, curriculum, communication skills, and digital tools that will assist them as an early childhood educator.
Vsible learning project - e portfolio artifacts & reflelctionsnasirul islam
This course on early childhood education has had the most impact on the seven key elements of quality childcare: staffing, program, environment, group ratios, care and safety, regulations and supervision, and funding. Learning about proper staff training and qualifications, as well as ensuring developmentally appropriate programs, environments, and care standards will be highly beneficial in their career. The course also provided knowledge about child development areas like communication skills, curriculum development, and responsibilities as a global citizen in celebrating diversity. Overall, these learning experiences will help the student effectively work as an early childhood educator and implement quality programs and activities for young children.
This document summarizes Rasika Gamage's passion and learning journey to become an Early Childhood Educator. It outlines her influences growing up, experience educating children, and enrollment in the ECE program at Centennial College. It describes the knowledge and skills gained through her courses and field placements, including emergent curriculum, guidance strategies, child development, advocacy, and professionalism. It reflects on her philosophy of creating a child-centered learning environment and partnership with families.
The article examines how outdoor learning can provide benefits for early childhood education during the COVID-19 pandemic and beyond. It discusses how the pandemic has negatively impacted children's daily routines and ECEC programs. Outdoor learning is presented as an approach that can support children's learning and development while also meeting health and safety guidelines. Examples from an early learning setting are provided to illustrate how outdoor learning opportunities can strengthen relationships between children and educators.
This newsletter from a kindergarten teacher provides information about the school's literacy program for the upcoming year. It discusses goals for supporting student development through engaging activities. It highlights areas like oral literacy, reading, writing, and media literacy that will be addressed. The teacher encourages parent participation and involvement to enrich student learning and help achieve the goal of ensuring school readiness.
- A child with attachment difficulties may constantly scan their environment for threats due to early experiences of inconsistent caregiving which caused feelings of lack of safety and control.
- They may ignore instructions or have trouble concentrating in class because they are hypervigilant about potential dangers and monitoring their surroundings rather than focusing on learning.
- Difficulties with emotions like failure or mistakes may cause explosive behaviors in situations where errors are obvious, as the child works to avoid feelings of helplessness from early experiences.
This document discusses the importance of character education in schools. It proposes several methods to teach character education, including using a webquest to teach voting, having students create PSAs about bullying, making podcasts about respect, and creating posters with instructions like proper handwashing techniques. It emphasizes that both parents and educators share the responsibility of instructing children to become respectful citizens, and that character education is as important as academic learning.
It is important for both parents and teachers to teach children positive character development through methods like character education programs in schools. Character education helps develop skills like ethics, manners, respect and responsibility. The document suggests ways to incorporate character education into classrooms, such as using a webquest to teach voting, having students create PSAs about bullying, podcasts about respect, and QR codes and posters with videos modeling proper manners. Both the classroom and parenting environment are crucial for enforcing core values in the next generation.
Vsible learning project - e portfolio artifacts & reflelctionsnasirul islam
This course on early childhood education has had the most impact on the seven key elements of quality childcare: staffing, program, environment, group ratios, care and safety, regulations and supervision, and funding. Learning about proper staff training and qualifications, as well as ensuring developmentally appropriate programs, environments, and care standards will be highly beneficial in their career. The course also provided knowledge about child development areas like communication skills, curriculum development, and responsibilities as a global citizen in celebrating diversity. Overall, these learning experiences will help the student effectively work as an early childhood educator and implement quality programs and activities for young children.
This document summarizes Rasika Gamage's passion and learning journey to become an Early Childhood Educator. It outlines her influences growing up, experience educating children, and enrollment in the ECE program at Centennial College. It describes the knowledge and skills gained through her courses and field placements, including emergent curriculum, guidance strategies, child development, advocacy, and professionalism. It reflects on her philosophy of creating a child-centered learning environment and partnership with families.
The article examines how outdoor learning can provide benefits for early childhood education during the COVID-19 pandemic and beyond. It discusses how the pandemic has negatively impacted children's daily routines and ECEC programs. Outdoor learning is presented as an approach that can support children's learning and development while also meeting health and safety guidelines. Examples from an early learning setting are provided to illustrate how outdoor learning opportunities can strengthen relationships between children and educators.
This newsletter from a kindergarten teacher provides information about the school's literacy program for the upcoming year. It discusses goals for supporting student development through engaging activities. It highlights areas like oral literacy, reading, writing, and media literacy that will be addressed. The teacher encourages parent participation and involvement to enrich student learning and help achieve the goal of ensuring school readiness.
- A child with attachment difficulties may constantly scan their environment for threats due to early experiences of inconsistent caregiving which caused feelings of lack of safety and control.
- They may ignore instructions or have trouble concentrating in class because they are hypervigilant about potential dangers and monitoring their surroundings rather than focusing on learning.
- Difficulties with emotions like failure or mistakes may cause explosive behaviors in situations where errors are obvious, as the child works to avoid feelings of helplessness from early experiences.
This document discusses the importance of character education in schools. It proposes several methods to teach character education, including using a webquest to teach voting, having students create PSAs about bullying, making podcasts about respect, and creating posters with instructions like proper handwashing techniques. It emphasizes that both parents and educators share the responsibility of instructing children to become respectful citizens, and that character education is as important as academic learning.
It is important for both parents and teachers to teach children positive character development through methods like character education programs in schools. Character education helps develop skills like ethics, manners, respect and responsibility. The document suggests ways to incorporate character education into classrooms, such as using a webquest to teach voting, having students create PSAs about bullying, podcasts about respect, and QR codes and posters with videos modeling proper manners. Both the classroom and parenting environment are crucial for enforcing core values in the next generation.
This document discusses the importance of character education in schools. It proposes several methods to teach skills like respect, responsibility, ethics and manners through activities like making a video on bullying, student podcasts on respect, and a hand-washing poster with steps. The document emphasizes that both parents and teachers should aim to instruct children on positive values and behaviors to become good citizens.
The document discusses key aspects of safeguarding children and promoting their wellbeing. It outlines the Teachers Standards regarding establishing a safe environment, maintaining good relationships, and safeguarding pupils' wellbeing. It also discusses the concepts of social inclusion, the five outcomes of the Every Child Matters framework (be healthy, stay safe, enjoy and achieve, make a positive contribution, achieve economic well-being), and new practices implemented including extended schools, children's centers, and multi-agency teams. The importance of teacher-pupil relationships in promoting pupil resilience is also highlighted.
Parent Collaboration:Bridging the Gap Between Home & SchoolDonna Harla
Donna Harla presented on the topic of Parent Collaboration: Bridging the Gap between Home & School. The presentation outlined a method for involving parents in schools through weekly meetings to build relationships between homes and schools. The goal is to help students succeed by improving communication and providing support. Research shows parental involvement is important for student success and attitudes. Schools that have implemented Parent Collaboration have seen student performance increase, with over 98% of students achieving passing grades or higher. The presentation encourages other schools to adopt this approach to strengthen family and teacher partnerships.
The document outlines the agenda for a teacher only day focusing on curriculum development at the New Plymouth Seventh-day Adventist Christian School. The agenda includes evaluating a parent questionnaire, revising the school's vision and mission statements, examining how the school incorporates values, principles, and key competencies from the New Zealand curriculum document, and discussing areas of strength and improvement based on another staff questionnaire. Digital stories from other schools are also presented as examples of curriculum journeys.
PresEd 19: Chapter 4 (Implementing Early Childhood Programs: Applying to Prac...CarloAlmanzor1
This shows information about the different programs that we can apply in teaching field. This includes the different features of each program: How they alike and differ to one another.
This document provides an overview and guide for the Education for Parenthood program, which aims to educate teenage boys and girls about parenting. It details the demonstration programs conducted by several youth organizations, summarizes the evaluation findings, and provides curriculum materials and guidance for developing parenting education programs. The evaluation found that the programs generally improved participants' opinions and knowledge about children and parenting. Participants reported increased skills and felt the programs would help them be better parents. The materials and lessons covered a range of parenting concepts to educate and prepare teenagers for future roles as parents or childcare workers.
This document provides guidelines for building partnerships between parents and early childhood education practitioners. It defines partnership as parents, families and practitioners working together to benefit children, with each side recognizing the important role of the other. The benefits of partnerships are outlined for parents, practitioners and children. Partnerships can be built in several ways, including supporting learning and development, sharing information, allowing parents to contribute to the setting, and making joint decisions. Working together allows parents and practitioners to better understand children and families and provide a more secure environment where children's learning and identity are strengthened.
Original Contribution Paragraph - Angelica Burns - American College of Educat...Angelica Burns
Original Contribution Paragraph
Angelica Burns
American College of Education
IC5091 - Capstone Experience for Integrated Curriculum
Sunday, February 3, 2019
The presentation I shared with the Early Years Early Adopter Facebook group on 9th November 2021. Key messages: early communication, early years curriculum and assessment
Lisa Brown's teaching portfolio summarizes her educational philosophy and experience working as a special education teacher. Her philosophy focuses on treating students as human beings first and providing practical instruction to prepare them for life. She believes in creating a nurturing classroom environment that stimulates learning for all students. Brown has experience implementing accommodations and modifications, conducting assessments, and using applied behavior analysis strategies. She is skilled in reading instruction, classroom management, and integrating technology. Brown's recommendations emphasize her organizational skills and ability to support student achievement.
The following is a researched carried out on Parental Involvement in Education. A study on Dr. Joyce Epstein's framework on the indicated steps teachers or instructors should follow in order to acquire the involvement of parental figures in the educational process of a child.
This document discusses the importance of both what and how children learn in their early years of education. It argues that neither an exclusive focus on curriculum content nor child-led learning is sufficient on their own. Instead, early education should combine carefully designed curriculums that build foundational skills and knowledge with developmentally appropriate pedagogical approaches like guided play. A balanced approach is needed that considers children's interests and well-being as well as helping them develop critical skills and addressing disadvantages from poverty.
Doc4. super book of_web_tools_for_educatorsIsabel Moura
This document provides an overview of using technology in K-12 classrooms from the perspective of educators. It contains chapters on using technology at different grade levels and for different purposes, written by various education experts. The introduction discusses how technology can enhance relationships between teachers and students and prepare students for their future. An administrator notes that embracing web tools allows schools to develop students' critical thinking and collaboration skills. Overall, the document advocates for integrating technology into classrooms to engage students and give them real-world skills, while acknowledging some teachers may be hesitant to adopt new technologies.
Ece presentation 060711 ian foster connecting experiences slide showif101
The document discusses a project that connected students studying abroad in other countries through an online networked environment. Sixty-eight students studying modern languages spent a year abroad in 10 different countries. The project aimed to help students document and reflect on their experiential learning abroad through e-portfolios with photo stories and blogs. Preliminary outcomes suggested e-portfolios provide a novel way for students to develop, demonstrate, and reflect on their learning and help showcase skills to potential employers.
This document summarizes an ECE 4006 final presentation given by the Altera NIOS Robot Group consisting of four members. Their project used an Altera NIOS board to control a robot called the AmigoBot. The presentation covered the project overview, block diagram, approach, milestones, progress, and next steps which included continuing to develop the sonar processing algorithm and providing a demonstration of the working robot.
The document summarizes an observation of children ages 3-4 playing with blocks at the Centennial College ECE Centre. During the observation, a child named IS asked the observer to help build a tall block tower. Several children worked together to build the tower, which fell over. Some children expressed disappointment but agreed to build another tower. The observer noted developmental cues like the children's use of palmer grasp and ability to handle changes with control when the tower fell.
This document summarizes the life journey of Andy Harjanto. It describes how he was born and raised in Indonesia, then moved to the US at age 19 to pursue higher education, obtaining various degrees. He started his own startup company but it failed. He then did consulting work for several years before joining Microsoft where he worked for 14 years on various projects. More recently, he co-founded Guppers.com and enjoys traveling and spending time with his family. Throughout his journey, he has learned the importance of taking risks, pursuing passions, and making a positive impact.
I successfully worked as an early child educator by designing an engaging environment, observing children to understand their needs, and playing with them individually to support their development while also respecting each child and involving parents in the program.
Angie Chen was born in China and immigrated to Canada in 2007. She is studying early childhood education at Centennial College with the goal of transferring to Ryerson University to complete her bachelor's degree. As a full-time student, she finds it important to plan her time carefully between school, family, work and other responsibilities to reduce stress. In her spare time, she enjoys music, movies, shopping and spending time with loved ones. Her e-portfolio provides information about herself, her achievements, interests, goals and resume as she works towards her career as an early childhood educator.
This parent newsletter discusses monitoring a preschooler's growth and development. It notes that growth charts are a good way to track height and weight gains of 2-5 pounds and 2.5 inches per year. The newsletter encourages regular doctor visits to chart growth and ensure the child remains on the same growth curve over time. It also discusses factors like family history, nutrition, sleep, and health that can influence a child's growth.
Wanda gibson language acquisition e portfolio 315Wanda Gibson
This document is an e-portfolio created by Wanda Gibson for a language acquisition course. It includes sections on Wanda's language acquisition beliefs, resources for language development, creating a language-rich environment in the classroom, a literacy lesson plan, and analyzing stages of language development. The portfolio contains links to additional documents providing more details on each section.
This document discusses the importance of character education in schools. It proposes several methods to teach skills like respect, responsibility, ethics and manners through activities like making a video on bullying, student podcasts on respect, and a hand-washing poster with steps. The document emphasizes that both parents and teachers should aim to instruct children on positive values and behaviors to become good citizens.
The document discusses key aspects of safeguarding children and promoting their wellbeing. It outlines the Teachers Standards regarding establishing a safe environment, maintaining good relationships, and safeguarding pupils' wellbeing. It also discusses the concepts of social inclusion, the five outcomes of the Every Child Matters framework (be healthy, stay safe, enjoy and achieve, make a positive contribution, achieve economic well-being), and new practices implemented including extended schools, children's centers, and multi-agency teams. The importance of teacher-pupil relationships in promoting pupil resilience is also highlighted.
Parent Collaboration:Bridging the Gap Between Home & SchoolDonna Harla
Donna Harla presented on the topic of Parent Collaboration: Bridging the Gap between Home & School. The presentation outlined a method for involving parents in schools through weekly meetings to build relationships between homes and schools. The goal is to help students succeed by improving communication and providing support. Research shows parental involvement is important for student success and attitudes. Schools that have implemented Parent Collaboration have seen student performance increase, with over 98% of students achieving passing grades or higher. The presentation encourages other schools to adopt this approach to strengthen family and teacher partnerships.
The document outlines the agenda for a teacher only day focusing on curriculum development at the New Plymouth Seventh-day Adventist Christian School. The agenda includes evaluating a parent questionnaire, revising the school's vision and mission statements, examining how the school incorporates values, principles, and key competencies from the New Zealand curriculum document, and discussing areas of strength and improvement based on another staff questionnaire. Digital stories from other schools are also presented as examples of curriculum journeys.
PresEd 19: Chapter 4 (Implementing Early Childhood Programs: Applying to Prac...CarloAlmanzor1
This shows information about the different programs that we can apply in teaching field. This includes the different features of each program: How they alike and differ to one another.
This document provides an overview and guide for the Education for Parenthood program, which aims to educate teenage boys and girls about parenting. It details the demonstration programs conducted by several youth organizations, summarizes the evaluation findings, and provides curriculum materials and guidance for developing parenting education programs. The evaluation found that the programs generally improved participants' opinions and knowledge about children and parenting. Participants reported increased skills and felt the programs would help them be better parents. The materials and lessons covered a range of parenting concepts to educate and prepare teenagers for future roles as parents or childcare workers.
This document provides guidelines for building partnerships between parents and early childhood education practitioners. It defines partnership as parents, families and practitioners working together to benefit children, with each side recognizing the important role of the other. The benefits of partnerships are outlined for parents, practitioners and children. Partnerships can be built in several ways, including supporting learning and development, sharing information, allowing parents to contribute to the setting, and making joint decisions. Working together allows parents and practitioners to better understand children and families and provide a more secure environment where children's learning and identity are strengthened.
Original Contribution Paragraph - Angelica Burns - American College of Educat...Angelica Burns
Original Contribution Paragraph
Angelica Burns
American College of Education
IC5091 - Capstone Experience for Integrated Curriculum
Sunday, February 3, 2019
The presentation I shared with the Early Years Early Adopter Facebook group on 9th November 2021. Key messages: early communication, early years curriculum and assessment
Lisa Brown's teaching portfolio summarizes her educational philosophy and experience working as a special education teacher. Her philosophy focuses on treating students as human beings first and providing practical instruction to prepare them for life. She believes in creating a nurturing classroom environment that stimulates learning for all students. Brown has experience implementing accommodations and modifications, conducting assessments, and using applied behavior analysis strategies. She is skilled in reading instruction, classroom management, and integrating technology. Brown's recommendations emphasize her organizational skills and ability to support student achievement.
The following is a researched carried out on Parental Involvement in Education. A study on Dr. Joyce Epstein's framework on the indicated steps teachers or instructors should follow in order to acquire the involvement of parental figures in the educational process of a child.
This document discusses the importance of both what and how children learn in their early years of education. It argues that neither an exclusive focus on curriculum content nor child-led learning is sufficient on their own. Instead, early education should combine carefully designed curriculums that build foundational skills and knowledge with developmentally appropriate pedagogical approaches like guided play. A balanced approach is needed that considers children's interests and well-being as well as helping them develop critical skills and addressing disadvantages from poverty.
Doc4. super book of_web_tools_for_educatorsIsabel Moura
This document provides an overview of using technology in K-12 classrooms from the perspective of educators. It contains chapters on using technology at different grade levels and for different purposes, written by various education experts. The introduction discusses how technology can enhance relationships between teachers and students and prepare students for their future. An administrator notes that embracing web tools allows schools to develop students' critical thinking and collaboration skills. Overall, the document advocates for integrating technology into classrooms to engage students and give them real-world skills, while acknowledging some teachers may be hesitant to adopt new technologies.
Ece presentation 060711 ian foster connecting experiences slide showif101
The document discusses a project that connected students studying abroad in other countries through an online networked environment. Sixty-eight students studying modern languages spent a year abroad in 10 different countries. The project aimed to help students document and reflect on their experiential learning abroad through e-portfolios with photo stories and blogs. Preliminary outcomes suggested e-portfolios provide a novel way for students to develop, demonstrate, and reflect on their learning and help showcase skills to potential employers.
This document summarizes an ECE 4006 final presentation given by the Altera NIOS Robot Group consisting of four members. Their project used an Altera NIOS board to control a robot called the AmigoBot. The presentation covered the project overview, block diagram, approach, milestones, progress, and next steps which included continuing to develop the sonar processing algorithm and providing a demonstration of the working robot.
The document summarizes an observation of children ages 3-4 playing with blocks at the Centennial College ECE Centre. During the observation, a child named IS asked the observer to help build a tall block tower. Several children worked together to build the tower, which fell over. Some children expressed disappointment but agreed to build another tower. The observer noted developmental cues like the children's use of palmer grasp and ability to handle changes with control when the tower fell.
This document summarizes the life journey of Andy Harjanto. It describes how he was born and raised in Indonesia, then moved to the US at age 19 to pursue higher education, obtaining various degrees. He started his own startup company but it failed. He then did consulting work for several years before joining Microsoft where he worked for 14 years on various projects. More recently, he co-founded Guppers.com and enjoys traveling and spending time with his family. Throughout his journey, he has learned the importance of taking risks, pursuing passions, and making a positive impact.
I successfully worked as an early child educator by designing an engaging environment, observing children to understand their needs, and playing with them individually to support their development while also respecting each child and involving parents in the program.
Angie Chen was born in China and immigrated to Canada in 2007. She is studying early childhood education at Centennial College with the goal of transferring to Ryerson University to complete her bachelor's degree. As a full-time student, she finds it important to plan her time carefully between school, family, work and other responsibilities to reduce stress. In her spare time, she enjoys music, movies, shopping and spending time with loved ones. Her e-portfolio provides information about herself, her achievements, interests, goals and resume as she works towards her career as an early childhood educator.
This parent newsletter discusses monitoring a preschooler's growth and development. It notes that growth charts are a good way to track height and weight gains of 2-5 pounds and 2.5 inches per year. The newsletter encourages regular doctor visits to chart growth and ensure the child remains on the same growth curve over time. It also discusses factors like family history, nutrition, sleep, and health that can influence a child's growth.
Wanda gibson language acquisition e portfolio 315Wanda Gibson
This document is an e-portfolio created by Wanda Gibson for a language acquisition course. It includes sections on Wanda's language acquisition beliefs, resources for language development, creating a language-rich environment in the classroom, a literacy lesson plan, and analyzing stages of language development. The portfolio contains links to additional documents providing more details on each section.
Here you will fine the definitions of CV, Resume, Biodata and E-portfolio. And what is the difference between these four things.
what is the importance of E-portfolio
This presentation provides an introductory, immersive workshop on the use of e-portfolios in education settings. It uses an activity-based learning model in which participants create "artefacts" - creating a "portfolio" for each group by the end of the session.
This document outlines a curriculum for teaching English language arts to juvenile delinquents in a residential treatment facility. It identifies the overarching goals for students as becoming literate individuals who can communicate effectively, identify themes and tones, evaluate messages, and clarify understanding. Key questions and standards addressed are listed, along with expected knowledge, skills, and content. Formative and summative assessments are recommended to track student progress toward goals.
Native Child and Family Services of Toronto provides support to Indigenous families in need. They operate several programs, including Aboriginal Head Start locations that provide early childhood education. Families access support for issues like poverty, addiction, family violence, and homelessness. The agency aims to protect children and support families through housing, education, life skills training, and cultural programming. Support is gradually tapered off as families meet exit criteria for residential programs, which can last up to 18 months. The agency also partners with other Indigenous organizations in Toronto to best help the community.
The document presents a model curriculum for Applied Health Informatics (AHI) developed through a collaborative process. It defines the AHI role, identifies key challenges faced by AHIs, and develops competencies in areas like strategic planning, procurement, and project management. The curriculum maps these competencies to 22 categories that will be delivered through short online courses to professionals in the field through a diploma program at the University of Waterloo.
The document describes a preschool educator's exploration of children's interest in animals. It includes:
- Observations of children playing with animal toys and imitating animal sounds and movements.
- A circle time reading of the book "Animal Boogie" which involved children moving to music about different animals.
- Evaluation that children remained interested in animals and the topic would support inquiry-based learning activities exploring properties of different animals.
- Plans for future activities involving matching animals, observing sinking and floating, painting animal patterns, counting, and more.
The document describes a student teacher's curriculum project on leaves based on observations of preschool children. The project involved 6 planned activities centered around leaves, including sorting leaves by color, exploring leaves' textures by putting them in water and sand, comparing leaf colors and shapes, making leaf crafts, pretending to be squirrels collecting leaves, and dancing to leaf songs. The goals were to enhance the children's development in various domains like cognitive, physical, social, emotional and language skills through hands-on exploration and investigation of leaves.
Meeting the needs of children and familiesLipingLiu
Simon is a 3-year-old boy who was recently diagnosed with autism and moved to Toronto with his single father and two teenage siblings. He experiences issues with social skills, repetitive behaviors, and communication. The family needs help finding housing and schools, as well as accessing resources for parenting a child with autism. These include recreation programs, childcare that can accommodate Simon's needs, and local autism agencies that provide services and support.
Meeting the needs of the children and familiessaraamohammed2
This document summarizes the needs of a family with a 4-year-old daughter who has severe hearing impairment. The family is new to Canada and the country, and needs services like childcare, education, recreation, and translation support. Early childhood educators can help by setting up communication tools between staff and parents, arranging a suitable environment, and modifying activities. Key agencies that can assist include the Canadian Hearing Society, which offers interpreting and other supports, and Corvetti Education Centre, which provides language training and settlement services.
The document provides an overview of the My Career Journey career self-management system. It is an online tool that guides users through a three step process of reflecting on their skills and values, exploring career options and defining success, and developing an action plan. The goal is to help individuals take ownership of their careers and make informed choices.
The document summarizes the key aspects of an individual's career journey and experience with agile methodologies like Scrum. It discusses moving from traditional waterfall approaches to agile practices, how Scrum frameworks work, scaling agile for larger teams and programs, and achieving business benefits like faster delivery and increased ROI through an agile approach.
The document provides an overview of Helen Keller's early life and education as described in her autobiography The Story of My Life. It summarizes that Helen became deaf and blind at 19 months old and lived in isolation for 5 years with limited communication. In 1887, Anne Sullivan came to teach Helen and helped her learn language by spelling words into her hands. Within a few days, Helen learned the names for common objects and people. Her education continued as she learned to read braille and understand abstract concepts. She enjoyed visits to new places that expanded her knowledge of the world.
This course provided Kristina Williams with knowledge on developing her professional identity as an early childhood educator. She learned about the importance of being an advocate for children and engaging parents. Williams gained an understanding of child development, learning styles, and signs of abuse or neglect. She plans to continue her education, attend conferences, and use what she has learned to provide an enriching environment for children.
THIS IS DUE 1218Respond to Peer 1 then to Peer 2 on separ.docxdohertyjoetta
THIS IS DUE 12/18
Respond to Peer 1 then to Peer 2 on separate pages
RESPOND TO ALL OF 1-6
Respond as if you were
an outside reviewer
.
·
What suggestions would you make for improvement?
Explain whether you think this plan was as comprehensive as it should be and support your reasoning.
What would you like to see added to this process?
Is there anything you would recommend deleting or rewording?
What would you take away from this presentation to share with another program?
Finally, “score” this assessment on a scale of 1 to 4, and give a short response to how you arrived at this score.
Beginning = 1
Developing = 2
Proficient = 3
Distinguished = 4
PEER 1
Age group
Infant & Toddlers
Philosophy
Meeting the needs of the whole child as an individual cognitively, physically, social & emotionally, and spiritually. We encourage families to partake in this process because we believe that team work is necessary and that parents are their child’s first teacher.
Vision
Our vision is to help the children we care for to become all they can be through a structured, loving, understanding, and safe, environment.
Mission
Our mission is to engage the students and their families in the learning process. We want to make learning fun and challenging for our children through the arts, and creative play. Each child is thought of as an individual so, we strive to meet their needs through lessons that are geared toward each child without making them feel different or separated from the other children in our care.
The assessment characteristic I will be using to focus on defining quality as a continuum is an ongoing assessment. The Early childhood Assessment is a tool I will be using as an ongoing assessment tool to collect information concerning each child for teachers, and the families of the children in my center. The information I gather will be used daily by myself, teachers, and parents to assess and assist children in the growth and develop process of each child, create a curriculum, set goals, and create an environment that is conducive for them cognitively, physically, socially and emotionally, and language wise. This assessment involves the teachers first observing the children and then documenting their findings. This assessment process will help us to run a more efficient and quality program for children and their families. By using this ongoing assessment tool we will be required to
· keep a record of each child’s growth and development
· specify the children that require extra support
· create an individualized plan for each child
· take note of their strengths and weaknesses
· ensure communication is strong between teachers, parents and other necessary staff members on a regular basis through home visits, parent conferences, and parent involvement activities in the center.
In an effort to ensure continuous improvement in my center will also welcome feedback from our parents.
PEER 2
Our pres ...
Wei Zhang values building caring relationships with children, families, colleagues, and the community. They believe that children learn best through play, which allows exploration and risk-taking. By providing developmentally appropriate curriculum based on children's interests and modeling positive behaviors, educators can inspire intrinsic motivation and a love of learning. Observations are important for planning curriculum, gaining knowledge of children's abilities, and celebrating accomplishments. Reflective practice, including self-reflection and discussion with colleagues, is vital for early childhood educators to continuously improve.
The essence of quality childcare…when a teacher recogn.docxmehek4
The essence of quality childcare…
when a teacher recognizes and accepts
where a child is
academically, socially and culturally
and teaches them through play
allowing them to engage in learning.
Quality Care Overview
What does QUALITY mean?
• How good or bad something is
• A characteristic or feature that someone or
something has
• Something that can be noticed as a part of a
person or thing
• A high level of value or excellence
Why is Quality Childcare
important?
What is Quality Childcare?
We will emphasize a high level of
value or excellence in maintaining
standards, best practices and
attitudes that support the
development of children in our care.
The state regulates quality based on the following aspect:
• Ratio: The number of children per adult in a home or classroom
• Group Size: The total number of children
• Health: Policies and practices around illness, immunization, nutrition,
cleanliness, and preventing the spread of germs
• Safety: Practices to make sure the environment is safe, both indoors
and outdoors. This includes practices around First Aid and Infant and
Child CPR training for staff, fire precautions, criminal background
checks
• Training, education and experience of the provider: Assures that
providers are knowledgeable in child development and other related
topics
Quality care is more than
just following regulations,
it is embracing the
individual, developmental, and academic
needs of children;
meanwhile respecting parents as their
primary educators.
Research has shown that building positive relationships with
children and their families, plus providing safe developmentally
appropriate learning environments produces long lasting
positive effects on children’s cognitive and social development.
This includes:
developmentally appropriate curriculum
knowledgeable and well-trained teachers
comprehensive services that support the health, nutrition and
social well-being, in an environment that respects and supports
diversity
Employing effective practices in the
following stages of quality care
are essential for
every early childhood teacher.
Stages of Development
Children grow and develop at different rates. While their
pathways through childhood differ, most pass a set of
predictable milestones along the way.
The information presented here offers a map that can
help you follow a child's journey.
The map divides the developmental milestones
into four areas:
Physical Development
From the start, babies want to explore their
world. As they grow, children's determination to
master movement, balance, and fine-motor skills
remains intense.
Social and Emotional
Social and emotional milestones are often harder to
pinpoint than signs of physical development. This area
emphasizes many skills that increase self-awareness
and self-regulation. Research shows that social skills
and emotional development (ref lected in the ability to
pay at ...
This document discusses several key aspects of early childhood education models and programs. It begins by outlining some important focus questions about models of early childhood education, their basic features, and how to select a program. It then provides an overview of different early childhood programs, including their main features and theoretical bases. Examples discussed include HighScope, Reggio Emilia, Head Start, Montessori, and various types of child care. The document also outlines the positive impacts of high-quality early education programs. In the end, it provides more detail on the constructivist approach and basic principles of the HighScope model.
This document discusses factors that contribute to effective early childhood education programs. It states that long-term benefits only occur in high-quality programs with characteristics like a child development curriculum, trained teachers, small class sizes, and parent involvement. When planning a new program, communities should consider questions about staffing, the classroom environment, grouping children, daily schedules, and the parent role. Key factors in planning are the quality of staff, a suitable environment, appropriate grouping of children, consistent schedules, and parent involvement. Staff should have training and experience in child development.
The document discusses early childhood education philosophy and theories. It emphasizes that proper nurturing in infancy and toddlerhood is essential for children's future social, emotional, cognitive, and physical development. Interactions with adults and other children during this time allow children to learn skills like communication that help them succeed in life. The brain processes experiences from early childhood to effectively communicate and interact in society later on. Goodness of fit, developmentally appropriate practices, and responsive caregiving are also discussed as important approaches for teachers.
Early childhood education provides numerous benefits. It establishes a strong foundation for children's brain development through high-quality experiences. Research shows the brain develops from the bottom up in the early years, and early experiences directly impact brain quality and structure. A stable foundation through early childhood education leads to better future outcomes for children. Racially, culturally and developmentally responsive practices as well as parental involvement are critical for a strong foundation and positive early experiences. Aboriginal early childhood programs that incorporate indigenous culture and language can help inspire learning and community participation.
This document is Siobhan Smith-Andressen's CV. It summarizes her experience working in primary education, particularly in foundation stage and key stage 1. It outlines her skills and qualifications, including a degree in creative arts and training in areas like early years foundation stage assessment, special educational needs, and literacy and numeracy. The CV details her past roles as a teacher across multiple year levels, her 12 years of experience as a special educational needs coordinator, and her approach to teaching, assessment, and parental involvement.
This document summarizes the findings of a study examining relationship-based early intervention services for children with complex needs at the Champion Centre in New Zealand. The study found that parents greatly valued the Champion Centre's family-centered approach and the knowledgeable professionals who invested time in their child and family. Parents reported that their children made progress in development across domains. Professionals emphasized building strong parent-child relationships and viewed interdisciplinary collaboration as fundamental to ensuring child progress. The study recommends relationship-focused early intervention models in the UK that recognize parents as children's primary teachers.
This document discusses developmentally appropriate practice (DAP) in early childhood education. It defines DAP as programs that contribute to children's development based on goals for children's present and future lives. When creating learning environments, DAP considers what is known about child development, individual children, and their social and cultural contexts. The document also discusses creating environments that support learning across domains for children of varying ages from infancy through the primary grades.
This reflection summarizes the student's personal and professional growth over the course of the educational leadership program. The student found that they became not only a better principal candidate but also a stronger teacher. The religious elements of the program helped the student develop more compassion and understanding as a future leader. The student saw differences in Christian and non-Christian leaders and aims to treat staff with respect, kindness, patience and fairness as a reflection of Christian ideals. The program emphasized considering personal challenges staff may face outside of work.
Your Top 5 Goals as an Early Childhood Educator- Inspiration for New ECE Stud...AudreyConner2
Early childhood educators have five key goals: 1) Build trust with students so each child feels safe and supported. 2) Teach important social skills like sharing, problem solving, and expressing feelings to help kids make friends and work together. 3) Develop children's fine and gross motor skills through activities that improve coordination, balance and self-care skills. 4) Foster self-confidence and independence by encouraging kids to take on challenges and become more self-sufficient. 5) Prepare children for academic success by teaching routines, listening skills, and basic concepts to lay the foundation for kindergarten. ECEs play a vital role in children's early development and shaping their futures.
Sf Id Tot Protecting Children By Strengthening Familiesk.stepleton
The document discusses Idaho's Strengthening Families trainings, which aim to prevent child abuse and neglect and improve child care quality. The trainings are delivered over 17 hours in 8 modules and use an experiential learning model. Participants and trainers report that the research-based, well-designed trainings are effective in changing behaviors and strengthening relationships between child care providers, parents, and children. The trainings have led to positive outcomes such as improved communication, identification of at-risk families, and connections to support services.
This document contains Marci McKinney's education portfolio from Ivy Tech Community College. The portfolio includes sections on her resume, teaching philosophy, letter of recommendation, endeavors and awards, and descriptions of how she meets the INTASC teaching standards. It provides information on her education, qualifications, coursework, activities and leadership experience, as well as samples of her work from her early childhood education preschool practicum. The portfolio is intended to showcase Marci's experience and abilities as she pursues a degree in early childhood education.
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Chapter 6
Guidelines for Facilitating
Learning and Development
with Infants and Toddlers
By far the most important aspect of facilitating learning with infants and toddlers is understanding and responding to the fact that infants and toddlers are active, moti-
vated learners. Infants and toddlers constantly explore the world around them, including
people and relationships, and make sense of things based on their experiences and devel-
opmental abilities.
To facilitate means to make easier. Teachers who effectively facilitate learning make
it easier for infants and toddlers to explore, concentrate on learning, make discoveries,
and solve problems. Teachers can facilitate learning by creating situations that allow chil-
dren to pursue their interests actively, observing as children learn, and expanding oppor-
tunities for learning. Teachers should begin by finding out about the children’s interests
and abilities from their families. Information from the families provides the foundation
for observing children and being responsive to their inborn drive to learn and gain mas-
tery. Effective teachers observe what children do in the setting, give them time for prac-
tice and repetition, communicate with children about their play and discoveries, and then
offer suggestions to help children expand their exploration and experimentation.
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The following guidelines are organized
into two sections:
7. Facilitating Learning and Development
8. Implementing an Infant/Toddler
Curriculum Process
The guidelines in this chapter describe
how programs and teachers can facilitate
learning and development by responding to in-
fants and toddlers as active and self-motivated
learners and by providing play and learning
opportunities that honor and build upon chil-
dren’s abilities, interests, and learning styles.
The curriculum process provides infant care
teachers with an approach for extending and
supporting the learning and development that
occur naturally in a setting where children feel
safe, connected to others, and free to explore.
Above all this chapter also lays out a frame-
work of professional development and content
mastery for teachers to successfully facilitate
the learning and development of infants and
toddlers.
Section 7
Understanding that learning
and development are
integrated across domains
(physical, social–emotional,
language and communication,
and cognitive)
Guidelines in this section link to the fol-
lowing Desired Results:
• DR 1. Children are personally and socially
competent.
• DR 2. Children are effective learners.
• DR 3. Children show physical and motor
competencies.
• DR 4. Children are safe and healthy.
• DR 5. Families support their children’s
learning and development.
• DR 6. Families achieve their goals.
Infants and toddlers learn every waking
moment. They continually learn about trust
and security from their relati ...
87
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p
t
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6
Chapter 6
Guidelines for Facilitating
Learning and Development
with Infants and Toddlers
By far the most important aspect of facilitating learning with infants and toddlers is understanding and responding to the fact that infants and toddlers are active, moti-
vated learners. Infants and toddlers constantly explore the world around them, including
people and relationships, and make sense of things based on their experiences and devel-
opmental abilities.
To facilitate means to make easier. Teachers who effectively facilitate learning make
it easier for infants and toddlers to explore, concentrate on learning, make discoveries,
and solve problems. Teachers can facilitate learning by creating situations that allow chil-
dren to pursue their interests actively, observing as children learn, and expanding oppor-
tunities for learning. Teachers should begin by finding out about the children’s interests
and abilities from their families. Information from the families provides the foundation
for observing children and being responsive to their inborn drive to learn and gain mas-
tery. Effective teachers observe what children do in the setting, give them time for prac-
tice and repetition, communicate with children about their play and discoveries, and then
offer suggestions to help children expand their exploration and experimentation.
88
C
h
a
p
t
er
6
The following guidelines are organized
into two sections:
7. Facilitating Learning and Development
8. Implementing an Infant/Toddler
Curriculum Process
The guidelines in this chapter describe
how programs and teachers can facilitate
learning and development by responding to in-
fants and toddlers as active and self-motivated
learners and by providing play and learning
opportunities that honor and build upon chil-
dren’s abilities, interests, and learning styles.
The curriculum process provides infant care
teachers with an approach for extending and
supporting the learning and development that
occur naturally in a setting where children feel
safe, connected to others, and free to explore.
Above all this chapter also lays out a frame-
work of professional development and content
mastery for teachers to successfully facilitate
the learning and development of infants and
toddlers.
Section 7
Understanding that learning
and development are
integrated across domains
(physical, social–emotional,
language and communication,
and cognitive)
Guidelines in this section link to the fol-
lowing Desired Results:
• DR 1. Children are personally and socially
competent.
• DR 2. Children are effective learners.
• DR 3. Children show physical and motor
competencies.
• DR 4. Children are safe and healthy.
• DR 5. Families support their children’s
learning and development.
• DR 6. Families achieve their goals.
Infants and toddlers learn every waking
moment. They continually learn about trust
and security from their relati.
This document provides biographies of several faculty supervisors for the Early Childhood Education program at Centennial College. Each supervisor outlines their experience in early childhood education, philosophy of teaching and learning, and role supporting students in field placements. They emphasize the importance of providing enriching learning environments that foster children's development and meet their individual needs through play-based learning.
The document discusses the importance of early childhood education from ages 0-5. It explains that these early years are crucial for developing social-emotional skills and building brain architecture which affects later success in school. Several programs and frameworks are mentioned that support quality early learning, including HighScope curriculum, NAEYC standards, Head Start, Early Head Start and PNC's Grow Up Great initiative. The document emphasizes investing in young children's development to produce long-term individual and social gains.
The document discusses challenges that early childhood educators face in supporting children with complex emotional and social needs, as well as their families. Educators felt they lacked training and confidence to provide feedback to parents on children's needs, encourage follow through on referrals, and work across disciplines. The document proposes adopting a design-thinking approach and child-centered practice model to develop new strategies for supporting children and families.
Similar to Vsible learning project - e portfolio artifacts & reflelctions (20)
Vsible learning project - e portfolio artifacts & reflelctions
1. An Introduction to ECE
What experience in(the core courses you have selected) hashad the most impact on you and your
learning?Explainin detail why this learninghas beenso impactful.
I was very curious, but not very educated regarding the child care system. After learning this ‘An
Introduction to Early Childhood Education’ the best impact on me is, now I know the early child care
system. Needof childcare isan evolutionwhichstartedduringWorldWarII, whenmenwere away and
women were working, they needed child care to ensure that their children were safe. In 1946,
legislationpassed to guide child care. There was no metrics or standard of childcare. After twenty one
years of World War II, in 1967 a training ground for individuals working in child care has been
established.
Aftercompletingthiscourse, the mostimpactfulthingonme andmy learning experience are the seven
most important elements of Quality Child Care. These are: Staffing, Program, Environment, Group &
Ratios,Care & Safety,Regulations&Supervision,andfinallyFunding.Learningthese elementshas ahigh
and positive impact on me which will help me to provide professional service in my career.
Staffing:This isimportantto considerhow staffsare trained, their status and their remuneration level.
My understandingafterfinishingthiscourse of ECEshouldbe in well trained,registeredmemberingood
standingof college of ECE. RECE needto be stable,consistent,warm&caring interactions, respectful of
all children and their needs. I will follow all those rules and regulations.
Program: Everyday care musthave their philosophy statement and everything will be there. Program
will supportandrespect parental involvementsothat it understands the child as a part of a family unit.
Program celebrates diversity, equity and inclusivity. These indicate that daycare is a place in which
childrenshoulddevelopagreaterunderstandingof self, others and the local community. They are also
increasing their creative ability, language, literacy and numeracy skill. When I will be an ECE, I will
concentrate on these metrics.
Environment:Environmentwill be well-designed indoor & outdoor spaces with open-ended materials
and also child-sized equipment. Displays reflect children’s recent activities/learning and represent
diversity, equity and inclusivity.
Groups & Ratios: Small group sizes and high adult to child ratios; this allows for frequent and
meaningful interactions between adults and children.
Care and safety: Food represents diversity; nutrition meets recognized standards and reviewed by
registered dietician.
Regulations & supervision: Minimum standards are available to regulate and monitor. Standards are
observedandmet; organizes regular staff meetings and provides useful feedback on job performance
and assists staff in identifying learning needs and accessing professional development.
2. Funding: Adequate publicfundingandnot-for-profitoperation.Affordable parentfeesandfinancingfor
staff training.
What significantknowledge/skillshave you gainedin the area of childdevelopment/curriculum?
The area that I have gainedthe knowledgeis the areaof childdevelopmentis Historyof Early Childhood
Education in Canada. The child within a changing world, philosophical approaches to Early Childhood
Education,Overviewof developmental theoryinfluencingEarlyChildhoodEducation, Types of childcare
settings, Element of quality childcare, The Roles and responsibilities of the Early childhood Educator,
Early Childhood Education guiding documents workshop, Child care across Canada, Early childhood
education guidingdocuments, Code of ethics&standardsof Practice,Earlychildhood education guiding
documents:ELECT/ELF,How DoesLearningHappen,Earlychildhoodeducationguidingdocuments:Early
learningandcare assessmentfor qualityimprovement (Quality Assurance), Day Nurseries Act, Quality
ChildCare collage. Ireallyenjoyed makingthe collage.Icollectedlotsof quality child care pictures from
the different website with the web address and the bibliography. This thoroughly improved my
formatting and applying skills; a section which I was lacking before the curriculum. And I made it in so
colourful in an art paper; enhancing my creative, artistic, and fine motor skills.
What do you believe yourrole and responsibilityisas a global citizen?How have you begunto
demonstrate the qualitiesofa “global citizen” thissemester?
I believe myrole andresponsibilityasaglobal citizen istotake care of the environmentandtake care in
the classroom, and also ensure that friends and my workplace and colleagues are all happy and safe.
AfterI finishedmyclass, I have to turn off the computer and turn off the lights because it will save the
energyfor the next generation. Not only that, but also in our home; when we will not be at home, we
shouldturnoff our lights;especially when it is daytime. I should not turn on the lights, also when I use
tap waterafterbeingfinishedIhave tomake sure I turnoff the tap properlyso that water does not drip
fromthe tap because thisisourresponsibilitytosave the energyfor the nextgenerations.SowhenIwill
work with children I will try to teach them to follow those roles as a good citizen.
I have begun to demonstrate the qualities of a global citizen this semester in the seven elements of
quality in child care program, and especially environment. I will celebrate diversity, equity and
inclusivity.Inthe program, I will respect diversity; for example Hindu people celebrate Diwali so I will
organize a program for Diwali in our community and I will give them henna in their hand and do a
program withsweets.Imayalsowearsallowerandkumistoshow respecttoHindupeople and showing
them the culture of Hindu people; because in a multicultural place like Canada, celebrations like Eid,
Diwali, and Ramadan are not celebrated enough as opposed to Christmas and Easter. In the
environment, I will display reflections of children’s’ recent activities and those will also represent
diversity.
How do you envisionyourlearningexperiencesthissemester,will assistyouas an Early childhood
Educator?
3. My learningexperiencesthissemesterwillassistme asan Early Childhood Educator responsible for the
development and implementation of activities in a variety of ECE settings for children from infancy to
school age. I will create playenvironmentstosupportthe overall development of young children. I will
collaborate withcolleagues,parents,families,children,andrelated professionals. I will ensure support
services are available for the children and families they work with, and for their colleagues and
profession. As an ECE I will be warm and caring with children and I will be stable and consistent. I will
focuson promotionof appropriate behavior using positive child guidance techniques. I will make sure
programswill celebrate diversity, equity and inclusivity. I will make sure quality in child care & safety,
foodrepresentsdiversityandnutritionmeetsrecognizedstandardsandreviewedbyregistereddietician
and promotion of hygiene for children and environment. I will follow the day nursery act. I made the
qualitychildcare collage withsevenelements thissemesterwithlotsof qualitychildcare pictures.From
the collage, I just picked one of the pictures which shows quality child care because in the photo,
“HelpingChildrenwithTheirColouring Activity,” are representations of quality of Staffing. The RECE is
teachingtwochildrenatonce the proper techniques on how to color. The children seem engaged with
the activity,andthisis mainlybecause of the positive andwarmattitude and showing that the RECE has
on them.She isusingthe propertechniques,because she is holding the child with one arm to keep the
childengagedwiththe lessonandnotmeanderoff.Thisrole hasthe childlearning,andrespondingwith
a showing of because they know that the RECE is trustworthy and helpful. Therefore those are the
reasonswhyI believethesepicturescorrelatewiththe elementStaffing. That’swhy I have been chosen
this picture to my collage as my art effect.
RECE Helping Children with Their Colouring Activity
4. The Learning Environmentand Keys to Success:
What experience in(the core courses you have selected) hashad the most impact on you and your
learning?Explainin detail why this learninghas beenso impactful.
Afterlearningmycore course ‘KeystoSuccess’ I have gainedalot of informationwhichactuallyrequired
to work as an Early Childhood Educator. My experience is resourceful which has given me extended
level of knowledge about ECE. This is needed in every step of my career. The core course keys to
success have given me in depth knowledge about how to involve creating positive and emotional
changes with children. This is really impactful because I learned how to communicate with children,
theirfamily,co-workers, colleges,andfriends in a professional and positive way. Indeed, in most parts
of Canada,there currentlyexistsagapbetweenparentalleaveandthe startof formal schooling,andthe
limitedchildcare spacesthatare available are often very costly for parents. My goal was to learn more
aboutchildeducationsothat I can focusmy activitiesthatwill help me to reduce poverty, address skill
shortages,andimprove productivitythroughoutmycareeras a childcare provider.Learningtakes place
inall stagesof life andthe biggestimpacthappeninearlylife where Iwanttoput my effort as child care
provider. This is where I gain my experience and knowledge base through this course.
What significantknowledge/skillshave you gainedin the area of childdevelopment/curriculum?
I have gained the knowledge in the area of child development is Human communication,
Communicating in a Digital World, Academic Policies and Plagiarism, Adapting to Canada’s changing
Faces, Verbal and Non verbal communication, understanding Interpersonal Communication, Group
Decision Making, Problem Solving, and Conflict Resolution, Listening, Critical Thinking an Reflective
practice,CreatingCaptivating presentations/Language and Delivery, how to use digital toolbox, visual
reflectionof yourprogress,introductiontomy portfolio-purpose,use,elementsand navigation, the Art
of reflective professional, how to make digital animoto. I really enjoy making the animoto.
What do you believe yourrole and responsibility isas a global citizen?How have you begunto
demonstrate the qualitiesofa “global citizen” thissemester?
I believemyrole andresponsibilityisasa global citizenwill be totake mysurrounding thingsthatmeans
where we live. Mymainrole as a global citizen is to promote peace, fight poverty, hunger and sickness
and to improve education. I have gained knowledge about how to spread the word ‘Global Citizen’
withinthe community,trytofindmethodologytosolve majorglobal problems.Spreading and involving
otherswithglobal citizenshipconcepts is not something that will happen overnight. This is an ongoing
process for human mankind.
I have begunto demonstrate the qualities of a global citizen this semester is language diversity. I have
begunto respectothersregardlessof ethnicity,race andculture. There are many people in Canada with
5. multicultural backgrounds, especially in my community. There are various churches, mosques and
temples. I learn to accept the values, beliefs and opinions of people through my decade of living in
Canada. People fromdifferentcountriesbringinuniqueskills, religions, and ethics. For example I have
learnedaboutBuddhismfromone of myneighbours.Ihave alsolearnedsome smalltracesof Urdu from
one of my fellow classmates. I can gain knowledge regarding the religion, and as a global citizen I
organized a special event for Muslims in my community where young children can learn about the
religioninafunand interactive way. Through this example, I get to teach younger children about their
religion, which further enhances my role of being a global citizen.
How do you envisionyourlearningexperiencesthissemester,will assistyouas an Early Childhood
Educator?
My learningexperiencesthissemesterwillassistme asan EarlyChildhood Educator;Iwill be challenged
to findnewexperiencestoshare withchildren,guide children,nottoleadthem, andmove ina direction
that intereststhe child. Asaguide,Iwill allow the childtochoose theirlearning and playing style while
making safety will be my major concern.
I will become a partner in learning and encourage children to find their own answers instead of
providingthe answersforthem. Bybeinga partner, teachers learn with the children and share in their
experiences. As an Early Childhood educator, I will be prepared to interact with parents, children,
support staff, the general public and administration. If I do become an ECE, the expertise that I have
gainedthroughthe course wasextremelyhelpful;Ilearnedaboutthe importance of having fire drills in
schools. School fire drills must be taken seriously – everyone in the building must participate. It is
important to have two ways out of the school. Our children are our next generation; they should be
cared for and be taught the proper skills necessary to have a good life. I will learn to apply these skills
when I do become an ECE; every month there will be a fire drill that will be practiced thoroughly with
the children. I made digital animoto this semester it was all about me. I really enjoyed to make this
digital animoto, soIgave 5/6 picture to the animoto.Now Ipickup one of the picture fromthe animoto.
Thisis picture isshowing Ilove tospendtime withkids, sothat’swhyI gave some times children’s party
at my home. This picture also showing diversity that means different cultures children’s are together
sharing their knowledge idea language. Interesting thing I try to make for them different culture food
also. So they really like it and they learn other culture’s food, dress, language and they enjoyed it.